CARE for Teachers Research Animation Video | Garrison Institute | YouTubeToText
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today teachers are faced with growing
demands and stressors due to a variety
of factors including high-stakes testing
unhealthy school conditions unreasonable
job demands furthermore growing numbers
of children are coming to school with
challenging behavior due to poverty
trauma and stress they have difficulty
attending to learning activities sitting
still and getting along with their peers
which leads to disruptions and DeRay of
learning many teachers are not well
prepared for the social and emotional
demands of managing the classroom under
these stressful conditions leading to
higher levels of burnout thankfully
there is a solution nurturing their own
social and emotional competence and well-being
well-being
so we developed care to help teachers
cultivate the skills they need care uses
mindfulness based approaches and emotion
skills training to help teachers manage
their stress so they can promote a calm
relaxed but enlivened learning
environment by fostering creativity
innovation collaboration and cooperation
to determine how effective care is we
conducted a randomized trial involving
224 teachers from 36 New York City
Elementary School's at the beginning of
the school year we collected self-report
data from the teachers to determine
their baseline levels of emotion
regulation efficacy mindfulness
psychological and physical distress and
time urgency next researchers rated the
quality of the interactions in the
teachers classrooms that support student
learning then the teachers were randomly
assigned to a care group or a control
group the teachers in the care group
participated in five days of the care
program and coaching by phone over the
course of several winter months in the
spring we collected self-report data
from the teachers again and found
improvements in their well-being
compared to those in the control group
researchers who had no idea which group
each teacher was assigned to observed
and rated the quality of the classroom
interactions again the ratings showed
that the classrooms of the teachers who
received care were more emotionally
supportive the interactions in the
classroom were more positive and the
teachers demonstrated greater
sensitivity to their students needs
what's more the interactions in the care
classroom were observed to have a more
productive use of time for learning than
those in the control group classrooms
this research demonstrates that
mindfulness based and emotion skills
training can reduce teachers stress and
improve classroom quality it can
increase teachers emotion regulation and
mindfulness and reduce teachers
psychological and physical force stress
and time urgency and improve observable
dimensions of classroom interactions
furthermore it suggests that these
interventions can have downstream
effects on the classroom environment
that supports student learning for more
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